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In this paper we do not endeavour to prove, demonstrate or applaud the token system us the ideal solution to any and every ward problem of behaviour management with retarded children. Neither are we in any position to present it as a masterpiece of technical skill in implementing behaviour modification, nor would we wish to do so. Our concern is to share some of the probletns, difficulties, failures and successes encountered during the early days of a pilot taken sclieme. If from this, you can appreciate some of the structural and administrative manoeuvres necessary for changing both your own and your children's behaviour, and, if we can also provide the germ of an idea for other projects, then we shall feel justified in our efforts.

Traditional audiological techniques have relied upon the subject making a distinct response if he/she can hear a certain sound, usually a pure tone. However, such approaches require that the instructions to make this response at a specific time be imparted to the subject before his/her hearing can be assessed. This is clearly not possible if there is a basic communication problem as with many young deaf children or with severely retarded persons. To overcome this, techniques using the principles of operant conditioning have been used with notable success. Fulton and Lloyd (1969) reported having assessed successfully the hearing of over a dozen severely retarded children, although a few cases required a more complex procedure than the simple positive reinforcement discrimination method described here.

In the previous issue of Apex (Vol. 1 No. 3,1973) we described how we had set about developing a positive reinforcement system to develop and maintain self-help and social skills in our children using tokens as conditioned reinforcers. This short illustrated note is to show some of the developments in pictorial form.